Academic+Reading+3Word文档格式.docx

1、Rye et al., 1997）. Data from Meadows and Wiesenmayers （1999） study indicate that some students have incorporated this misconception into their knowledge frameworks of global warming and use it to reason about all issues related to the global warming phenomenon. Other work shows that some pre-service

2、 teachers also attribute the cause of climate change to the depletion of the ozone layer （Papadimiriou, 2004）.虽然全球变暖是大多数初中和高中科学课的热门话题，但对温室效应的理解却很少。安德森和沃林（2000）进行了一项针对高中生的研究。他们发现这些学生对温室效应有不同的表现。许多人把温室效应与全球变暖混为一谈，并把全球变暖的原因列举出来。还有一些人将温室效应与“臭氧效应”（安德森和沃林,2000）混为一谈。这种混淆关于温室效应和臭氧层效果之间的关系是很常见的（弗兰西斯等,1993梅多斯

3、和维森迈尔,1999;赖伊等，1997）。来自梅多斯和维森迈尔（1999）的研究数据表明，一些学生将这种误解融入到全球变暖的知识框架中，并将其用于解释与全球变暖现象有关的所有问题。其他研究表明，一些职前教师还将气候变化的原因归咎于臭氧层的损耗（Papadimiriou,2004）。2 Obviously，helping students have a better understanding of greenhouse gases and their impact on the temperature of the Earth is urgent. In the work presented

4、in this paper，a series of activities were conducted around the Global Warming：Virtual Earth（GWVE）curriculum unit. The goal is for students to learn about the role of each concept in the greenhouse effect and to understand how they interact to create the greenhouse effect. The activities also help st

5、udents understand the relationship between the greenhouse effect and global warming. We measure students representations by analyzing their responses to a series of open-ended questions about the concepts covered in the module.显然,帮助学生更好地了解温室气体,对地球温度的影响是紧迫的。在本文提供的工作,进行了一系列的活动在全球变暖:虚拟地球（GWVE）课程单元。目的是让

6、学生了解每个概念在温室效应中的作用，并了解它们是如何相互作用产生温室效应的。这些活动还帮助学生了解温室效应和全球变暖之间的关系。我们通过分析学生对模块中所涉及概念的一系列开放式问题的回答来测量学生的表现。Methods方法Research design研究设计3 The main research question is，“How does students understanding of the greenhouse effect and global warming change after participating in a technology-enhanced learning

7、environment featuring virtual experiments with an interactive visualization？”This research is based on GWVE curriculum unit. In the week-long unit during their science classes，students participate in an eight-question，paper-and-pencil assessment prior to and following participation in the unit，creat

8、ing a matched sample comparison. A series of matched sample t-tests are used to determine the degree of significance between pre- and post-test performance.主要研究的问题是,“学生如何理解参与技术强化学习环境特色和交互式可视化虚拟实验后的温室效应和全球变暖改变?“这项研究是基于GWVE课程单元。在在科学课上为期一周的单元,学生参与一个8个问题,纸笔评估之前和之后的参与单元,创建一个匹配样本的比较。通过一系列匹配的样本t检验来确定测试前和测试

9、后性能之间的显著性。Participants参与者4 Five teachers from three schools on the west coast and two schools in the southeastern US enacted the curriculum unit in their sixth-grade science classes. The teachers each had at least two years of experience using our curriculum units in their instruction. Each teacher

10、received targeted professional development support （Varma et al.，2008）. The professional development activities included meetings to introduce the overall Web-based Inquiry Science Environment （WISE） and the GWVE unit. Teachers also received classroom support to help them incorporate the activities

11、in their instruction （Varma et al.，2008）. One hundred and ninety sixth-grade students （98 males and 92 females） participated in the unit activities and the pre-/post-assessments.美国西海岸三所学校的五名教师和美国东南部的两所学校开设了六年级的课程单元。每位教师在教学中都有至少两年的课程使用经验。每一位老师收到了有针对性的专业发展支持（Varma et al .,2008）。专业发展活动包括会议介绍全面的基于网络的调查科

12、学环境（WISE）和GWVE单元。教师还得到了教室的支持，帮助他们在教学中融入活动（Varma et al,2008）。一百九十名六年级学生（98名男性和92名女性）参加了单元活动和前/后评估。 Procedure过程5 Students participation began with their individual completion of an eight-question，paper-and-pencil pre-test. Classroom teachers administered the pre-test during the students normal class m

13、eetings. The questions，presented in Table 1，were primarily open-ended questions about global warming，the greenhouse effect，and the individual factors that contribute to these phenomena. Following the pre-test，all students worked in pairs to complete the activities and embedded reflection notes in th

14、e GWVE unit.学生们的参与开始于他们的个人完成一个8个问题，纸和笔的预测试。课堂上的教师在学生正常的课堂上进行了预测试。这些问题，如表1所示，主要是关于全球变暖、温室效应以及导致这些现象的个别因素的开放性问题。在预考后，所有学生都成对工作，完成了GWVE单元的活动和嵌入式反思笔记。Table 1 Pre-/Post-test questions表1预处理/测试后的问题 1）. Describe how the greenhouse effect happens. Try to make sure that you use the following three terms：1）sol

15、ar energy，2）infrared energy，and 3）greenhouse gases. 2）. What is global warming？ 3）. What is the difference between the greenhouse effect and global warming？ 4）. Look at the list below and select all of the factors that you think have an effect on global warming.- Acid Rain- Water Vapor - Greenhouse

16、Gases- Clouds- Carbon Dioxide- The Ozone Layer- Solar Energy- Infrared Energy 5）. What is the role of albedo in the greenhouse effect？ 6）. What is the role of clouds in the greenhouse effect？ 7）. What is the role of greenhouse gases in global warming？Be sure to be as detailed as possible when you ex

17、plain your answer. You can draw a picture to help explain your thoughts.8）. Picture A shows a real greenhouse where light from the sun passes through the glass panels and heats the inside. The glass panels of the greenhouse keep the heat energy from escaping. Picture B shows the greenhouse effect th

18、at happens on the Earth. Which part of the picture is like the glass of the greenhouse？Circle One. SUN SPACE ATMOSPHERE EARTH Explain your answer.1）.描述温室效应是如何发生的。试着确保你使用以下三个方面:1）太阳能、2）红外能量,3）温室气体。2）。全球变暖是什么?3）。什么是温室效应和全球变暖之间的区别吗?请看下面的列表，选择所有你认为对全球变暖有影响的因素。酸雨- - - - -水蒸气温室气体- - - - -云二氧化碳臭氧层太阳能红外能量5）

19、。在温室效应反照率的作用是什么?6）。云在温室效应的作用是什么?7）。什么是全球变暖的温室气体的作用?一定要尽可能详细解释你的答案。你可以画一幅图来解释你的想法。图A是一个真实的温室，阳光透过玻璃面板，加热内部。温室的玻璃板使热能不受热量的影响。图B显示了地球上发生的温室效应。哪一部分的图片就像温室的玻璃?圆。太阳太空大气地球解释你的答案。6 The unit includes six main activities. In the first activity，students view short video clips as an introduction to the global w

20、arming phenomenon and calculate their ecological footprint using an online ecological footprint calculator （Islandwood，2021）. In the second activity, students learn about the Earths energy balance and observe the energy transformation depicted in the visualizations.该单元包括六项主要活动。在第一个活动,学生查看录像短片介绍全球变暖的

21、现象,并计算其生态足迹使用在线生态足迹计算器（Islandwood,2021）。在第二项活动中，学生们了解地球的能量平衡，并观察在可视化中所描绘的能量转换。7 In the third activity，students conduct experiments with the visualization to learn about greenhouse gases，clouds and albedo. The fourth activity is a jigsaw activity in which by conducting experiments half of the student

22、s learn about clouds and the other half learn about albedo. Teachers randomly assign student pairs to each topic. Throughout these experimentation and reflection steps，embedded notes prompt students to generate hypotheses，gather evidence，draw conclusions and make connections between new and pre-exis

23、ting ideas. At the end of the fourth activity，all students participate in an online discussion to share their knowledge as a completion of the jigsaw activity and learn about the factor that they did not investigate. In the fifth activity，students use a more complex visualization to learn about how

24、population levels impact greenhouse gas emissions and global warming. This visualization allows students to manipulate the population growth rate and CO2 emission. The results of their manipulation will show a numerical representation of the concentration of greenhouse gases in the atmosphere，the te

25、mperature of the Earth and the albedo level. Additionally，there is a graph representing the temperature fluctuations that occur as a result of students manipulations （Tinker，2005）. In the final activity，students create a family plan to reduce their greenhouse gas emissions and recalculate their ecol

26、ogical footprint based on their planned behavior changes.在第三个活动,学生进行实验与可视化了解温室气体,云层和反照率。第四个活动是一个拼图活动，通过实验，一半的学生学习了云，另一半学习了反照率。老师随机分配学生对每个题目。在这些实验和反射的步骤,指出嵌入式提示学生生成假设,收集证据,得出结论,使新的和已有的思想之间的联系。第四个活动结束时,所有学生参与网上讨论分享他们的知识完成拼图活动,了解他们没有调查的因素。在第五个活动中,学生使用一个更复杂的可视化学习人口水平如何影响温室气体的排放和全球变暖。这种可视化方法可以让学生控制人口增长率和

27、二氧化碳排放。他们操纵的结果将显示的数值表示大气中温室气体的浓度,地球的温度和反照率水平。此外,有一个图表示温度波动发生由于学生操作（修改,2005）。在最后的活动,学生创建一个家庭计划减少温室气体排放和重新计算生态足迹基于计划行为变化。8 Students participated in the unit activities for five one-hour class periods in one week. The curriculum unit was enacted as a part of the teachers normal classroom instruction. T

28、he teacher served as the lead instructor. At least one researcher was present in the classrooms to observe the enactment and to assist with technology issues. Following the unit activities, students individually completed a paper-and-pencil post-test comprising the same questions included in the pre

29、-test. The pre-and post-test assessments lasted Approximately 20 minutes each.学生在一周内参加五小时一班的单元活动。课程单元作为教师正常课堂教学的一部分而制定。老师担任首席教师。至少有一名研究人员在场，以观察制定和协助处理技术问题。在单元活动之后，学生们分别完成了考前测试中包含的相同问题的纸笔测验。测试前后的评估持续大约20分钟。Data analysis数据分析9 The main data were generated from students responses to eight open-ended questions included in the pre-and post-tests. The first three questions assess students understanding of the target phenomena（the greenhouse effect and global warming）at a systemic level. Questions